Assessment 1 Teacher:Sir Jake Yao

1. By:Kayce Joy L. Saliendrez

2.  Pre-instruction-(prior knowledge)
 During instruction-(students’ progress)
 Post-instruction assessment –(mastery)

3.  Provides information about the lacking
competencies such as knowledge and skill.

4.  Monitors student’s learning
 Sets his teaching at a level that Challenges
students metacognitive skills or high-level
thinking

5.  Monitors whether the learner mastered the
basic contents ,knowledge and skills required
for the learner activity

6.  To determine the students’ entry behaviour
 To determine the objectives has been
attained or not
 To determine students’ strength and
weakness
 To rate the students’ performance for the
purpose of giving grades
 To improve teaching-learning process.

7. Placement
•What the students are
and what they already
know
Diagnostic
•Students' weakness
for remedial
instruction
Formative
•If instructional
objectives are
achieved
Summative
•If the students master
the objectives for the
purpose of giving
grades
Evaluation is
used to
determine

8.  Placement
 Diagnostic
 Formative
 Summative

9.  Used to determine the entry behaviour of the
pupils
 Used to determine the performance at the
beginning of instruction
 GOAL: to determine the position in
instructional sequence and the mode of
evaluation .

10.  To determine the specific learning needs of
the students .
 Strength and weaknesses

11. Pre-tests (on content and abilities)
Self-assessments (identifying skills and
competencies)
Discussion board responses (on content-specific
prompts)
Interviews (brief, private, 10-minute interview
of each student)

12.  Assessment during the instruction
 Helps detect which students need attention

13. Observations during in-class activities; of
students’ non-verbal feedback during lecture
Homework exercises as review for exams and
class discussions)
Reflections journals that are reviewed
periodically during the semester
Question and answer sessions, both formal—
planned and informal—spontaneous

14. Conferences between the instructor and
student at various points in the semester
In-class activities where students informally
present their results
Student feedback collected by periodically
answering specific question about the
instruction and their self-evaluation of
performance and progress

15.  To determine the mastery at the end of the
course
 Overall assessment
 Achievement at the end
 Used to primarily for assigning course grade

16.  Examinations (major, high-stakes exams)
 Final examination (a truly summative
assessment)
 Term papers (drafts submitted throughout
the semester would be a formative
assessment)
 Projects (project phases submitted at
various completion points could be
formatively assessed)

17.  Portfolios (could also be assessed during
it’s development as a formative assessment)
 Performances
 Student evaluation of the course (teaching
effectiveness)
 Instructor self-evaluation

18.  Used to determine the effectiveness of the
teacher’s method
 Used to give meaning to students’ effort in
their quest for quality learning
 Used to justify the request and utilization of
supplies ,materials and equipment of the
schools operation

19.  Used to plan for and improve the next
educational activities
 Used to give recognition and awards to best-performing
individual
 Used to promote quality assurance within and
outside of the school.

20.  https://www.azwestern.edu/academic_servic
es/instruction/assessment/resources/downlo
ads/formative%20and_summative_assessmen
t.pdf retrieved on June 26,2014